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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program Grade 7 Common Core English Language Arts Test Released Questions with Annotations
With the adoption of the New York P-12 Common Core Learning Standards (CCLS) in ELA/Literacy and Mathematics, the Board of Regents signaled a shift in both instruction and assessment. In Spring 2013, New York State administered the first set of tests designed to assess student performance in accordance with the instructional shifts and the rigor demanded by the Common Core State Standards (CCSS). To aid in the transition to new tests, New York State released a number of resources during the 2012-2013 year, including test blueprints and specifications, and criteria for writing test questions. These resources can be found at http://www.engageny.org/common-core-assessments. New York State administered the first ELA/Literacy and Mathematics Common Core tests in April 2013 and is now making a portion of the questions from those tests available for review and use. These released questions will help students, families, educators, and the public better understand how tests have changed to assess the instructional shifts demanded by the Common Core and to assess the rigor required to ensure that all students are on track to college and career readiness.
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answered correctly if the student comprehends and makes use of the whole passage. For multiple-choice questions, students will select the correct response from four answer choices. Multiple-choice questions will assess Reading Standards in a range of ways. Some will ask students to analyze aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions will require more than rote recall or identification. Students will also be required to negotiate plausible, text-based distractors1. Each distractor will require students to comprehend the whole passage. The rationales describe why the distractors are plausible but incorrect and are based in common misconceptions regarding the text. While these rationales will speak to a possible and likely reason for selection of the incorrect option by the student, these rationales do not contain definitive statements as to why the student chose the incorrect option or what we can infer about knowledge and skills of the student based on their selection of an incorrect response. These multiple-choice questions were designed to assess student proficiency, not to diagnose specific misconceptions/errors with each and every incorrect option. The annotations accompanying the multiple-choice questions will also include instructional suggestions for mastery of the Common Core Learning Standard measured. Short Response Short-response questions are designed to assess Common Core Reading and Language Standards. These are single questions in which students use textual evidence to support their own answer to an inferential question. These questions ask the student to make an inference (a claim, position, or conclusion) based on his or her analysis of the passage, and then provide two pieces of text-based evidence to support his or her answer. The purpose of the short-response questions is to assess a students ability to comprehend and analyze text. In responding to these questions, students will be expected to write in complete sentences. Responses should require no more than three complete sentences. The rubric used for evaluating short-response questions can be found at www.engageny.org/resource/testguides-for-english-language-arts-and-mathematics. Extended Response Extended-response questions are designed to measure a students ability to Write from Sources. Questions that measure Writing from Sources prompt students to communicate a clear and coherent analysis of one or two texts. The comprehension and analysis required by each extended response is directly related to grade specific reading standards. Student responses are evaluated on the degree to which they meet grade-level writing and language expectations. This evaluation is made using a rubric that incorporates the demands of grade specific Common Core Writing, Reading, and Language standards. The integrated nature of the Common Core Learning Standards for ELA and Literacy require that students are evaluated across the strands (Reading, Writing, and Language) with longer piece of writing such as those prompted by the extended-response questions. The information in the annotated extended-response questions focuses on the demands of the questions and as such will show how the question measures the Common Core Reading standards. The rubric used for evaluating extended responses can be found at www.engageny.org/resource/test-guidesfor-english-language-arts-and-mathematics.
1 A distractor is an incorrect response that may appear to be a plausible correct response to a student who has not mastered the skill or concept being tested.
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It was a long hike through the woods to the Thinking Pond, but David Brenner didnt mind. Hed been going there for three years, ever since he was ten and had found the lonely, stream-fed pool while exploring one summer afternoon. He liked to spend time there more than he liked doing almost anything else. 5 The other kids thought he was kind of weird for going off into the woods by himself so often. David couldnt understand why he seemed to be the only one who saw how amazing it was for a squirrel to run down a tree head first, or how unique each days sky full of clouds was. His mom said he was more sensitive and thoughtful than other kids his age, but David just felt lonely and left out most of the time. About a quarter of a mile from the pond, David caught sight of the huge, gnarled oak tree hed nicknamed the Old Giant for its rough, craggy bark and tall, thick trunk. When he reached the giant tree, David sat down and shrugged off his backpack. He unscrewed the lid from his thermos and thirstily drank the cool, tart juice inside. Then he leaned back against the wide trunk to rest for a few minutes. Today David planned to sketch some interesting fallen trees near the Thinking Pond. 25 David stood up and continued toward the Thinking Pond. Suddenly, he heard a sharp, whining sound like the engine of a high-flying jet airplane. It was followed by a crack! like a whip being snapped, only a thousand times louder. Then a ball of fire roared overhead, followed by a searing gust of wind. The shock wave knocked David to the ground, his ears ringing. A second later, he heard an explosive, hissing crash up ahead. A rush of air and hot steam billowed through the trees, and he covered his head as it washed over him.
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After several minutes, David looked up. The warm, wet mist had dispersed, leaving the woods damp and sparkling with little droplets of water. 35 What the heck just happened?! he wondered as he got to his feet. Cautiously but curiously, he headed in the direction of the Thinking Pond. By now David could usually see the shine of sunlight on the gently rippling water, but today something was different. Covering the last hundred yards quickly, David stopped at the edge of the meadow where the pond lay. Whoa! he said in amazement. Before him stretched a dry, cracked-mud crater, all that was left of the Thinking Pond. The water in the fifty-foot-diameter pool had evaporated, leaving a huge hole in the forest floor. The baked mud rippled out from the center in wide, shallow waves. In the middle of the crater, half buried in the ground, was a rounded, melted lump of something that looked like rock. It was a little larger than a basketball. I cant believe it! David whispered, awe-struck. Its a meteorite! It was indeed a meteorite. Amazingly, the extraterrestrial rock had landed almost exactly in the center of the Thinking Pond, its immense heat and force evaporating the water within a split second. But the water had slowed the meteorite down just enough so it hadnt smashed to pieces when it hit the ground. 50 The wet dirt hissed and popped, then dried and stuck. The meteorite was definitely too hot to touch. While he waited for it to cool down, David crouched and took his sketch pad out of his backpack. With quick, sure lines, he made an accurate drawing of the rock. 55 Even as he was drawing, David could hardly believe he was looking at something that had been flying through space only a few minutes before. He wondered where the meteorite had come from. Maybe an asteroid or a comet had passed too close to a planet or the Sun, and a chunk of it had been pulled off by gravity. Maybe it had been floating through space for millions of years before Earths gravitational field had caught it and dragged it in. David sat on the ground beside the Thinking Pond and watched as the water slowly refilled the hole. It was getting dark when he finally got up to head back home. He could faintly see the meteorite in the darkening water, which was still rising. When hed come here tomorrow, the rock would be under ten feet of water, and he probably wouldnt be able to see it at all. As he walked home through the woods, David hoped that nobody would come looking for the meteorite. Probably no one knew that part of it had survived its fiery journey through the earths atmosphere. He hoped that the meteorite would stay at the bottom of the Thinking Pond forever, in a place where the earth, the water, and a piece of the sky all touched each other.
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Which sentence from the passage best shows how powerful the meteorite was?
A B C D
Suddenly, he heard a sharp, whining sound like the engine of a high-flying jet airplane. (lines 25 and 26) Then a ball of fire roared overhead, followed by a searing gust of wind. (lines 27 and 28) The shock wave knocked David to the ground, his ears ringing. (line 29) A second later, he heard an explosive, hissing crash up ahead. (lines 29 and 30)
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A B C D
Key: A MEASURES CCLS RL.7.2:
the wonder of nature the vastness of the universe the beauty of the landscape the violence of natural events
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
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What does the author mean by the phrase a piece of the sky in lines 68 and 69?
A B C D
a cloud reflected in the pond an asteroid half-buried in a muddy crater a comet orbiting the Earth a meteorite under the water
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How is Davids view of himself different from his mothers view of him?
A B C D
David feels left out, but his mother thinks hes sensitive. David feels most comfortable alone, but his mother thinks hes lonely. David thinks of himself as thoughtful, but his mother thinks hes too serious. David thinks of himself as odd, but his mother thinks hes just more mature than other kids.
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Which lines from the passage best support the idea that David thinks like a scientist?
A B C D
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Read the last sentence of the passage. He hoped that the meteorite would stay at the bottom of the Thinking Pond forever, in a place where the earth, the water, and a piece of the sky all touched each other. Which sentence from the passage best matches this characterization of David?
David couldnt understand why he seemed to be the only one who saw how amazing it was for a squirrel to run down a tree head first, or how unique each days sky full of clouds was. (lines 6 through 8) His mom said he was more sensitive and thoughtful than other kids his age, but David just felt lonely and left out most of the time. (lines 8 and 9) About a quarter of a mile from the pond, David caught sight of the huge, gnarled oak tree hed nicknamed the Old Giant for its rough, craggy bark and tall, thick trunk. (lines 10 through 14) By now David could usually see the shine of sunlight on the gently rippling water, but today something was different. (lines 35 and 36)
B C
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Read this sentence from lines 30 and 31 of the passage. A rush of air and hot steam billowed through the trees, and he covered his head as it washed over him. What do the words billowed and washed suggest about the steam?
A B C D
that it shrunk in size and speed that it thinned out and disappeared that it spread quickly and in waves that it was lightweight and remained close to the ground
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Robert Henderson had searched for it all his life, all over the world. Now, in 1896, he could hardly believe what he saw shining in the bottom of his miners pan. Gold! 5 Henderson scrambled back to the nearest settlement in the remote Klondike region of northwest Canada and staked a claim. He called the site Gold Bottom. The Great Rush Begins Henderson may have been the first to find gold. But soon, George Washington Carmack made a strike at nearby Rabbit Creek and found enough gold to make him wealthy. 10 The discoveries triggered historys greatest gold rush. People caught gold fever, then joined what became known as the great stampede. There probably will never be another like it. Lure of Quick Riches The stunning news of gold flashed across the United States and Canada. Men left their homes and families, lured northward by dreams of quick riches. Never mind that the journey was dangerous, as was the Klondike itself. 15 Gold-seekers jammed ships from around the world. Thousands made the grueling trip around Cape Horn at the tip of South America and sailed up to the Gulf of Alaska. An endless line of stampeders trudged over Alaskas rugged Chilkoot Pass and the somewhat easier White Pass. From Skagway and Dyea, in southeastern Alaska, they struggled inland more than 30 miles, then had to build boats that would take them to the goldfields near Dawson, more than 500 miles away. Today, a historic park and hiking trail mark the location of the Chilkoot Pass. Worlds Roughest Place Skagway was dubbed the roughest place in the world by Canadian North West Mounted Police. Thieves, pickpockets, gamblers and swindlers packed the town. 25 Within days of the first gold find, the area was in chaos. Towns sprung up. In six months, 500 new houses were built in Dawson, the Klondikes capital. Food and supplies became scarce, and prices shot sky high.
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Sled dogs cost $350 each and soon were unavailable. Miners were lucky to buy tired old horses. A breakfast of ham and eggs cost $10, enough in those days to buy a fine dinner for eight back East. Battling the Numbing Cold 30 With the risk of starvation increasing, Mounted Police ordered that every man heading for the trails must have a years supply of provisions. This meant each had to carry hundreds of pounds of food and gear. A gold-seeker who lacked a horse or sled would haul about 65 of pounds of supplies, set it down and go back for the rest. Then hed have to dig out his first load from under the drifting snow. Hed eventually walk more than 2,500 miles to get his gear over the Chilkoot Pass. Sometimes, the temperature plunged to 50 below, but the prospectors forged ahead. They huddled in caves during blizzards. They Struck It Rich Plenty of folks found pay dirt. 40 Louis Rhodes, a quiet, soft-spoken miner, recovered enough gold in just one year to enable him to live in luxury for the rest of his long life. Charley Anderson did even better. A clever swindler convinced him to pay $800 for a claim he said would be worth a fortune. Actually, it was considered to be a total dud. In a few months, though, Charley discovered his worthless claim was worth millions. 45 Then there was Alex McDonald, who took pity on a starving miner and traded a sack of flour for a claim neither thought was worth a cent. McDonald bought up several more claims like these and wound up with a bonanza of $20 million. Historians estimate that more than 100,000 men, as well as a large number of women, set out to find Klondike gold. Between 30,000 and 40,000 eventually got there. 50 Just two months after the first strikes, about $5 million in gold was recovered. But by 1899, three years after it had started, the great stampede was over. All the streams had been claimed. People began leaving. Twenty years later, hastily built buildings were empty and crumbling, and machinery was rusting in the streets and canyons. By 1904, $100 million in gold had been wrested from the region. All that remains today is the memory of the last great rush for the elusive yellow metal.
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A HEAVY LOAD
A gold prospector had to be well armed before heading into the Klondike. Harsh winters and scarce supplies made extra provisions valuable. Some miners carried up to 2,500 pounds of goods over the rugged trails. A typical years supply of goods a Klondike miner might have carried: Food Bacon, 100 to 200 lbs. Flour, 400 lbs. Dried fruits, 75 to 100 lbs. Cornmeal, 50 lbs. Rice, 20 to 40 lbs. Coffee, 10 to 25 lbs. Tea, 5 to 10 lbs. Sugar, 25 to 100 lbs. Beans, 100 lbs. Condensed milk, 1 case Salt, 10 to 15 lbs. Pepper, 1 lb. Rolled oats, 25 to 50 lbs. Potatoes, 25 to 100 lbs. Butter, 25 cans Evaporated meats Evaporated vegetables Equipment Stove Miners pan Granite buckets Tin cups and plates Knifes, forks and spoons Coffee pot Picks Handles Saws Chisels Hatchet Shovels Drawknife Compass Frying pan Matches Medicines Clothing 1 heavy mackinaw coat 3 suits heavy underwear 2 pairs heavy mackinaw trousers 12 pairs heavy wool socks 6 pairs heavy wool mittens 2 heavy overshirts 2 pairs rubber boots 2 pairs heavy shoes 6 heavy blankets 2 rubber blankets 4 towels 2 pairs overalls 1 suit of oil clothing Assorted summer clothing
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the article to support your answer.
To emphasize the harshness of the climate To emphasize how much gear each prospector needed to carry To make clear how much prospectors were willing to go through in order to strike it rich To emphasize that supplies were scarce
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To emphasize how heavy the loads were To emphasize that starvation was not unusual
There is no single correct response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if included, do not impact readability.
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the passage to support your answer.
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the passage to support your answer.
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the passage to support your answer.
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the passage to support your answer.
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Explain why the author of the article Race to the Klondike included the section entitled A HEAVY LOAD. Use two details from the passage to support your answer.
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The man who wants the Yukon gold should know what he is going to tackle before he starts. If there is an easy part of the trip I havent struck it yet. Eight of us made the trip from Juneau to Dyea, 100 miles, on the little steam launch Alert. The steamer Mexico reached Dyea the same morning with 423 men. As she drew so much water she had to stay about three miles off shore and land her passengers and freight as best she might in more or less inaccessible places on the rocky shores. Then up came the twenty-two foot tide and many poor fellows saw their entire outfits swept into the sea. We camped the first night at Dyea. It is a most enjoyable thing, this making camp in the snow. First you must shovel down from three to six feet to find a solid crust. Then you must go out in the snow up to your neck to find branches with which to make a bed, and then comes the hunt for a dead tree for firewood. Dinner is cooked on a small sheet-iron stove. Always keep an eye on the grub, especially the bacon, for the dogs are like so many ravenous wolves, and it is not considered just the proper thing to be left without anything to eat in this frostbitten land. At night it is necessary to tie up the sacks of bacon in the trees or build trestles1 for them. But to the trip. The second day we went up Dyea canon. It is only three miles long, but seems fully thirty. This is true of all distances in this country. About one hundred pounds is about all a man wants to pull in this canon, as the way is steep and the ice slippery. So camps must be made short distances apart, as you have to go over the trail several times in bringing up your outfit. Remember an ordinary outfit weighs from 500 to 800 pounds, and some of them much more.
1trestles:
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a framework of horizontal and vertical bars used to raise something off the ground
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But the summit of Chilcoot Passthats the place that puts the yellow fear into many a mans heart. Some took one look at it, sold their outfits for what they would bring and turned back. This pass is over the ridge which skirts the coast. It is only about 1,200 feet from base to tip, but it is almost straight up and downa sheer steep of snow and ice. There is a blizzard blowing there most of the time, and when it is at its height, no man may cross. For days at a time the summit is impassable. An enterprising man named Burns has rigged a windlass2 and cable there, and with this he hoists up some freight at a cent a pound.
2windlass:
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
Chilcoot Pass was rugged. Chilcoot Pass had temperatures as low as 50 below. Chilcoot Pass required several trips to transport gear, sometimes required people to walk over 2,500 miles.
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Chilcoot Pass was 1,200 feet and very steep. Chilcoot Pass was covered in snow and ice. Chilcoot Pass often has blizzard-like conditions.
There is no single correct response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include an introductory and concluding comment and relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
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Explain which part of the journey to the Klondyke the authors of both articles would most likely agree was the most dangerous to make. Use one detail from each article to support your answer.
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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Both articles, Race to the Klondike and All About the Klondyke Gold Mines, discuss the challenges faced during the Gold Rush. Compare the challenges portrayed in both articles. What were the causes of the challenges? What resulted from these challenges? Use details from both articles to support your answer. In your response, be sure to discuss the challenges faced during the Gold Rush as portrayed in both articles explain the causes of these challenges explain the results of these challenges use details from both articles to support your answer
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